Abstract:
The study investigated the effects of Problem-Based Learning (PBL) on Junior High
School learners‟ achievements and attitudes toward solving linear equation word
problems in one variable. The study employed a quasi-experimental research design
in which 100 learners in two Junior High School classes were randomly sampled and
assigned to a control group (N=50) and an experimental group (N=50). Data were
gathered using tests (pre-test and post-test), interview, and questionnaire which was
analysed using descriptive and inferential statistics. The study revealed that many
Junior High School learners perform poorly in solving linear equation word problems
in one variable. This was established by the fact that fifty (50) learners of the control
group who were engaged in the pre-test, thirty-seven (37) of them scored less than the
pass mark of the total score of twenty-eight (28) and this represents 74% and out of
fifty (50) learners of the experimental group who were also engaged in the pre-test,
forty-six (46) of them scored less than the pass mark of the total score of twenty-eight
(28) and this represents 92%. The study also revealed that Junior High School
learners‟ difficulties in solving linear equation word problems in one variable were
largely due to their inability to understand (comprehend) the problem, inability to
devise a correct plan (write correct mathematical equation), inability to carry out their
plans (solve the problem) and inability to check and state the correct solution (looking
back). The study revealed that learners who are exposed to Problem-Based Learning
developed more positive attitudes towards linear equation word problems than
learners taught using the Traditional Method. The researcher resolved that PBL is a
more effective teaching approach, which mathematics teachers need to incorporate
into their teaching. The PBL approach is therefore recommended for use by
mathematics teachers to enhance learners‟ achievement in solving mathematical
problems. Finally, the study revealed that learners who are exposed to the Problem
Based Learning approach of teaching develop positive attitude towards solving linear
equation word-problems in one variable and also performed better in the post-test than
the Traditional group. This suggests that PBL has a positive effect on learners‟
achievement in solving linear equation word problems in one variable as a teaching
strategy.
Description:
A thesis in the Department of Basic Education,
Faculty of Educational Studies submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
in the University of Education, Winneba
